This study was an attempt to investigate what metacognitive strategies are specifically employed by English learners when it comes to different speaking task types.60 students at advanced level (female) were randomly selected and given an OPT as a test of homogeneity. They were assigned to experimental and control groups. The MS questionnaire (Oxford, 1990) was also administered to see what MS they employed in speaking tasks. The control group was traditionally taught to practice one-way and two-way speaking tasks in a conventional way. The experimental group, however, practiced one-way and two-way speaking tasks after receiving MS instruction. After administering the posttest, an ANCOVA comparison of the mean ratings of the two groups on the posttest revealed a significant difference between the speaking ability and MS use of the two groups. The results indicated that the experimental group outperformed the control group leading to the conclusion that instruction in MS use prior to oral tasks had a significantly higher impact on EFL leaners’ speaking ability. Statistically, the results obtained from descriptive statistics (ANCOVA) and the chi-square revealed that the difference between MS employed by participants in one-way speaking tasks versus two-way speaking tasks were significant.

Chu, R.H. N. (2008). Shyness and EFL learning in Taiwan: A study of shy and non-shy college students’ use of strategies, foreign language anxiety, motivation, and willingness to communicate (Doctoral dissertation, University of Texas, Austin). Retrieved from https://www.lib.utexas.edu/etd/d/2008/chuh41126/chuh41126.pdf

O'Malley, J. M. (1987). The effect of training in the use of learning strategies on acquiring English as a second language. In A. Wenden& J. Rubin (Eds.), Learner strategies in language learning (pp. 133-144). Englewood Cliffs, NJ: Prentice Hall.